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Tierschutz- und Tierrechtsfragen haben mittlerweile die Lehrpl̃ne, Tagesordnungen und Schwerpunktsetzungen der unterschiedlichsten Bildungseinrichtungen und -initiativen erreicht. Deren Akteur*innen stehen vor der Herausforderung, die Relevanz von Tierethik und Tierrechten nicht nur der Sache nach darzulegen, sondern auch deren Vermittlung zu konzeptualisieren: Wie k̲nnen tierschutz- und tierrechtsbezogene Bildungsprozesse gestaltet werden? Die Beitr̃ger*innen des Bandes diskutieren dazu bildungstheoretische Grundlinien ihrer jeweiligen F̃cher f|r ein Lernen, das konsequent spezies|bergreifend gedacht ist und also von einem Standpunkt des Menschen "Inter-Spezies" ausgeht.

Animal rights. --- Animal welfare. --- Humane education.

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Tierschutz- und Tierrechtsfragen haben mittlerweile die Lehrpl̃ne, Tagesordnungen und Schwerpunktsetzungen der unterschiedlichsten Bildungseinrichtungen und -initiativen erreicht. Deren Akteur*innen stehen vor der Herausforderung, die Relevanz von Tierethik und Tierrechten nicht nur der Sache nach darzulegen, sondern auch deren Vermittlung zu konzeptualisieren: Wie k̲nnen tierschutz- und tierrechtsbezogene Bildungsprozesse gestaltet werden? Die Beitr̃ger*innen des Bandes diskutieren dazu bildungstheoretische Grundlinien ihrer jeweiligen F̃cher f|r ein Lernen, das konsequent spezies|bergreifend gedacht ist und also von einem Standpunkt des Menschen "Inter-Spezies" ausgeht.

Animal rights. --- Animal welfare. --- Humane education.

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"The essays in Doing Vegan Studies are engaged with doing theory differently. This collection showcases established and emerging writers who are doing vegan theory, an international mix of activist scholars, affiliated with the academy and doing work beyond it - a distinction that marks vegan studies as a pedagogy and scholarly venue that is not exclusive and that owes its existence to lived animal rights activism"--Provided by publisher.

Veganism --- Vegetarianism in literature. --- Ecocriticism. --- Veganism --- Vegetarianism --- Food habits in literature. --- Humane education. --- Philosophy. --- Social aspects. --- Social aspects.

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The Educational Significance of Human and Non-Human Animal Interactions explores human animal/non-human animal interactions from different disciplinary perspectives, from education policy to philosophy of education and ecopedagogy. The authors refute the idea of anthropocentrism (the belief that human beings are the central or most significant species on the planet) through an ethical investigation into animal and human interactions, and 'real-life' examples of humans and animals living and learning together. In doing so, Rice and Rud outline the idea that interactions between animals and humans are educationally significant and vital in the classroom.

Humane education --- Human-animal relationships --- Animals --- Social Welfare & Social Work - General --- Social Welfare & Social Work --- Social Sciences --- Social aspects --- Humane education. --- Human-animal relationships. --- Social aspects. --- Animal-human relationships --- Animal-man relationships --- Animals and humans --- Human beings and animals --- Man-animal relationships --- Relationships, Human-animal --- Animal welfare --- Education, Humane --- Study and teaching --- Education --- Moral education --- Education and state. --- Curriculum planning. --- Learning & Instruction. --- Education Policy. --- Educational Philosophy. --- Curriculum Studies. --- Educational Policy and Politics. --- Philosophy of Education. --- Philosophy. --- Curriculum development --- Instructional systems --- Planning --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Curricula --- Design --- Government policy --- Learning. --- Instruction. --- Education—Philosophy. --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Philosophy and social sciences. --- Social sciences and philosophy --- Social sciences --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Learning process --- Comprehension --- Animals in education --- Anthropocentrism

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This book discusses how we can inspire today’s youth to engage in challenging and productive discussions around the past, present and future role of animals in science education. Animals play a large role in the sciences and science education and yet they remain one of the least visible topics in the educational literature. This book is intended to cultivate research topics, conversations, and dispositions for the ethical use of animals in science and education. This book explores the vital role of animals with/in science education, specimens, protected species, and other associated issues with regards to the role of animals in science. Topics explored include ethical, curriculum and pedagogical dimensions, involving invertebrates, engineering solutions that contribute to ecosystems, the experiences of animals under our care, aesthetic and contemplative practices alongside science, school-based ethical dialogue, nature study for promoting inquiry and sustainability, the challenge of whether animals need to be used for science whatsoever, reconceptualizing museum specimens, cultivating socioscientific issues and epistemic practice, cultural integrity and citizen science, the care and nurturance of gender-balanced curriculum choices for science education, and theoretical conversations around cultivating critical thinking skills and ethical dispositions. The diverse authors in this book take on the logic of domination and symbolic violence embodied within the scientific enterprise that has systematically subjugated animals and nature, and emboldened the anthropocentric and exploitative expressions for the future role of animals. At a time when animals are getting excluded from classrooms (too dangerous! too many allergies! too dirty!), this book is an important counterpoint. Interacting with animals helps students develop empathy, learn to care for living things, engage with content. We need more animals in the science curriculum, not less. David Sobel, Senior Faculty, Education Department, Antioch University New England.

Education. --- Science education. --- Teaching. --- Science Education. --- Environmental and Sustainability Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Animal welfare --- Animals --- Humane education --- Moral and ethical aspects. --- Study and teaching. --- Curricula. --- Education, Humane --- Animal kingdom --- Beasts --- Fauna --- Native animals --- Native fauna --- Wild animals --- Wildlife --- Study and teaching --- Education --- Moral education --- Organisms --- Human-animal relationships --- Zoology --- Science --- Environmental education. --- Science education --- Scientific education --- Learning. --- Instruction. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension